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Psy 101 > Chapter 11 > Flashcards

Chapter 11 Flashcards

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1
Q

Intelligence

A

can be defined as “whatever, intelligence test measure”

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2
Q

Intelligence tests

A

series of questions and other exercised which attempt to assess peoples mental abilities in a way that generates a numerical score so one person can be compared to another

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3
Q

General knowledge

A

AKA “g”
Charles spearmen performed a factor analysis and found people who do well in one subject do well in another; speculated these people had a high g

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4
Q

Factor analysis

A

statistical technique that determines how different variables relate to each other

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5
Q

Assessing intellegence

A

assessment- activity and instruments used to measure intelligence

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6
Q

Alfred Binet predicting school achievement

A

in late 1800’s france law required universal education even for those not able to succeed with the current instruction
devised tests for children to determine which ones needed help
implied children with lower ability were delayed not disabled and with help they could improve

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7
Q

Stanford Binet IQ test

A

Lewis Terman adapted Alfred Binets test added new test items and extended the range to adulthood

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8
Q

William Sterns Scoring

A

IQ

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9
Q

IQ

A

Intelligence Quotient
mental age divided by chronological age x 100

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10
Q

Wechsler intelligence skill for children WISC

A

most widely used
provides IQ and 4 sub scores
(working memory, comprehension, perceptual reasoning, and processing speed)

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11
Q

Wechsler Adult Intelligence Score WAIS

A

Similar test to WISC

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12
Q

The Stanford Binet, WISC, and WAIS are

A

individually administered
standardization
normalized

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13
Q

Individual administration

A

1 examiner and 1 participant

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14
Q

Standardization

A

examiners follow a specific list of instructions, including exact words to use, and how to hold materials such as pictures

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15
Q

Normalized

A

administered to many people so that the performance average and variability are established

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16
Q

Percentile

A

A way to compare test stores; percentage of the comparable population that scored below a given score

ex: 99th percentile; exceeds 99 percent of the population

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17
Q

Frequency distribution

A

Range of scored on x axis; # of people who got each score on y axis

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18
Q

Normal distribution

A

Bell-shaped curve describing the distribution of scores around a mean

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19
Q

Standard deviation

A

the average distance or “deviation” of each score from the mean

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20
Q

No matter what the mean or standard deviation happens to be:

A
  1. 68% of scored will be within 1 standard deviation
  2. 95% of scores will be within 2 standard deviations of the mean
  3. 99% of the scores will be within 3 standard deviations of the mean
21
Q

Thurstone’s seven clusters of abilities

A

disagreed with idea of one general measure and trait of overall intelligence
results pf 56 skill tests fell into 7 clusters
1. verbal comprehension
2. inductive reasoning
3. word fluency
4. spatial ability
5. memory
6. perceptual spped
7. numerical ability

22
Q

Sternberg’s 3 types of intelligence

A
  1. Analytical Intelligence
  2. Practical Intelligence
  3. Creative intelligence
23
Q

Analytical intelligence

A

“book smarts” analyzing abstract information

24
Q

Practical Intelligence

A

“street smarts” ability to adapt to everyday life

25
Q

Creative intelligence

A

“insight” seeing solutions others don’t

26
Q

Savant syndrome

A

having isolated “islands” of high ability amidst a sea of below average cognitive and social functioning

27
Q

Howard gardeners multiple intelligences

A

noted different people have intelligence in different areas
1. naturalist
2. linguistic
3. logical/mathematical
4. musical
5. spatial
6. bodily/kinesthetic
7. intrapersonal
8. interpersonal

28
Q

Creativity

A

the ability to produce ideas that are novel and valuable
uses divergent thinking

29
Q

Convergent thinking

A

a left-brain activity involving zeroing in on a single correct answer

30
Q

Divergent thinking

A

the ability to generate new ideas, new actions, and multiple options and answers

31
Q

Strategies to boost creativity

A
  1. develop expertise
  2. “incubation” sleeping on it
  3. mental wandering
  4. experiencing other cultures/ways of thinking (mental flexibility)
32
Q

Social intelligence

A

ability to understand and navigate social situations

33
Q

Emotional intelligence

A

processing and managing the emotional component of those social situations, including ones own emotions

34
Q

Perceiving emotions

A

recognizing emotions in facial expressions, stories, and even in music
component of emotional intelligence

35
Q

Understanding emotions

A

being able to see blended emotions and to predict emotional states and changes in self and others
component of emotional intelligence

36
Q

managing emotions

A

modulating and expressing emotions in various situations
component of emotional intelligence

37
Q

using emotions

A

fuel and motivation for creative, adaptive thinking
component of emotional intelligence

38
Q

Benefits of emotional intellegence

A

ability to delay gratification while pursuing long-term goals
correlates with success in career in other social situations

39
Q

Achievement tests

A

measure what you have already learned
ex: final exam, literacy test

40
Q

Aptitude tests

A

Attempt to predict your ability to learn new skills
ex: SAT, ACT

41
Q

Evidence for change/decline of intelligence during aging

A

cross sectional: examine people of different ages all at once
older adults do not perform as well as younger adults
account for generational/resource differences

42
Q

Evidence for stability of intelligence over time

A

longitudinal: track performance of one group of people (cohort) over time
intelligence remains stable of even increases over time
practice effects
longer life is correlated with intelligence

43
Q

Adoption studies

A

With age, the intelligence test scores of adoptees look more and more like that of their biological parents

44
Q

Environmental effect on intelligence

A

environment has more of an effect under extreme conditions such as abuse, neglect, and extreme poverty

45
Q

Tutored human enrichment

A

has a larger impact on compensating for deprivation than boosting intelligence under normal conditions

46
Q

The “Racial” intelligence test

A

not distinct genetically
“whites” may have more access to “fertile soil”

47
Q

Stereotype threat

A

refers to feeling that one will be evaluated based on a negative stereotype
may interfere with performance by making people use their working memory for worrying instead of thinking

48
Q

Self confirming/fulfilling

A

the effect of minority status on performance is worsened by worrying about that effect

Psy 101 (13 decks)

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